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ERIC Number: ED358051
Record Type: Non-Journal
Publication Date: 1992
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
"Good" Teaching in Context: Factors Contributing to Perceived Effectiveness and Ineffectiveness of Primary Teachers in Botswana.
Yoder, John H.
It is hypothesized that the educational, cultural, and historical context in which education takes place, especially in a developing country, will result in a particular view of teaching effectiveness. This study, conducted at the University of Botswana, sought to identify classes of teacher characteristics that were considered to be contributors toward the perceived effectiveness or ineffectiveness of primary school teachers. Questionnaires elicited information from experienced primary teachers regarding characteristics of specific teachers who had taught them in primary school. In addition to demographic characteristics, 14 different teacher characteristics in one of three classes of variables (personality/relationship, instruction, or class management) were rank ordered in terms of their contribution to the perceived effectiveness or ineffectiveness of the identified teachers. Results suggest that "instructional" characteristics of teachers contribute more to perceived teaching effectiveness (but not necessarily ineffectiveness) than do personality or relationship characteristics. It is argued that the context in which teaching takes place (including especially the tacit purpose of education) colors the ways in which persons within that setting understand and evaluate teaching and learning and that attempts to improve teaching in developing countries must begin with an understanding of such perceptions and the context from which they have arisen. (Contains 34 references.) (LL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Botswana